Аннотация
Introduction The expansion of inclusive education in secondary schools has increased professional demands on teachers, especially regarding support for students with special educational needs. However, empirically validated models that integrate neurodidactic principles into inclusive teaching remain limited. This study aimed to theoretically substantiate and experimentally validate a neurodidactic support model for inclusive education. Methods A quantitative design was applied, combining diagnostic assessment, teacher surveys, expert evaluation, and structural equation modeling (SEM). Standardized questionnaires and rating scales operationalized teachers’ neurodidactic readiness. Data were analyzed using IBM SPSS Statistics (v23) and AMOS. Results An integrative model of neurodidactic support was developed and empirically validated, comprising motivational–value, cognitive, affective, and operational components, with inclusive teaching practice specified as the outcome. Operational readiness played a central mediating role in translating methodological knowledge and inclusive values into effective inclusive practice, while affective readiness showed an indirect effect. Discussion The findings support a comprehensive, empirically tested neurodidactic framework for inclusive education and clarify direct and indirect pathways among readiness components. The model can inform teacher education and professional development programs focused on strengthening neurodidactic competence and sustaining inclusive teaching practice.